Phase 1

Phase 1-reflecting on Micro Lesson 1 

1. Assessing Prior Knowledge: If you were teaching this with the targeted grade level students...
• How would prior experience have been assessed?
• Ask students what they know about ancient Greece. After students think and give suggestions create a class brainstorm web on the board; Write Greece in circle and then have students write as many words related to Greece that they can think of around it. 
• What would you expect to learn from assessing your students' prior knowledge?
• By activating students prior knowledge I can expect to learn what students already know, what they are a little foggy about, if they do not know anything, and their misconceptions about the topic.  
• How would this information be useful in the planning process?
• Students background knowledge acts as a foundation on which they can build new knowledge.  It also helps them connect what they are learning to what they know already. Therefore it is absolutely necessary that I know my students background knowledge  It allows me to plan my lessons accordingly.  I do not want to spend too much time on something that the students have a firm grasp on and I do not was to breeze through something that I assume they know and they actually do not. If students do not have any background knowledge about a certain subject then it is my job to  create it. Also, I want to be sure to address any of the misconceptions that students may have. If I do not address these misconceptions prior to beginning my lesson then students with try to intertwine what they think they already know with what I am teaching or they will completely disregard the new information I am giving because it does not match up with theirs misconception. 
2. Plans Instruction: Discuss how your goals, objectives, and outcomes are
• I clearly stated my objective as: Students will be able to describe scientific and cultural advancements (e.g., networks of roads, aqueducts, art and architecture, literature and theatre, mathematics, philosophy) in ancient civilizations.
• The lesson is appropriate for 6th grade students.  It allows students to responsibly work together in small groups and research a specific topic. It gives each student the chance to utilize their strengths and allow them to succeed.
• This lesson is aligned with the 6th grade Arizona Social Studies Standard; 
• PO 8.  Describe scientific and cultural advancements (e.g., networks of roads, aqueducts, art and architecture, literature and theatre, mathematics, philosophy) in ancient civilizations.
• PO 7.  Describe the development of the following types of government and citizenship in ancient Greece and Rome: 
• a. democracy. 
3. Designing Instruction:
• The content of my lesson plan is contextually and logically organized. I begin the lesson by calling upon the students' background knowledge.  Once their background knowledge is addressed I will expand on it, clear up any misconceptions and then explain the activity. 
• I use varied instructional methods including whole group verbal instruction, visual instruction, small group instruction, and a hands-on activities using technology. Each of these different approaches will aid in meeting individual student needs and target higher order thinking skills.
• This lesson aligns with research based understanding of technology integration.
• Addresses:
• Safe, legal, and ethical use of digital information and technology.  I will closely monitor student 
• Digital etiquette and responsible social interactions
• Meeting diverse needs of learners through learner-centered strategies and equitable access
• Global awareness and digital-age communication
4. Planning Assessment: Each student will write their own paragraph about the topic that they researched with their group. This assessment allows the students to use their own words and thoughts to describe what they have learned.